William Zinsser Working Under Pressure

To portray the issue of college pressure exerted on students in terms of the reasons underlying this practice and the possible effects this may have on students in particular and on the whole educational system in general is a matter of determining who is the villain and who is the victim according to William Zinsser. As the latter perceptively states, that no two disagree on the weight laid on students ‘shoulders as to the amount of pressure they experience with eagerness to always perform better and perfect their accomplishments. William Zinsser has drawn attention to the fact that excellent performance is closely linked to a constant confrontation to dread of failure along with a deep desire for success. This point is also sustained by the

There is also a further point to be considered, that of organizational talent and quick perception as it helps one to plan ahead of time and be prepared along with staying alert not to be behind schedule. Moreover students will learn to make responsible decisions quickly. On the other hand, critics of studying under pressure point to its harmful effects that may affect the learners as they undergo extreme scenarios to be on time or even ahead of schedule. Furthermore, opponents of working under pressure have also suggested that they want to have a say in deciding on their future career. Additionally, they are willing to change a pre-established aspiration that of career, finance or social security without which one would lose the essence of his very existence. Certainly, there is no shortage of disagreement within this new perspective that college students are praising nowadays. They namely blame the different pressures exerted on them as they are preparing for their future career; such pressures result from parents, peers, the economy and even inner pressure. They think they have all become victims of a prescribed lifestyle dictated by a new world

Research carried out by Brent Staples suggests that the latter can be defined as the change in the grade pattern from lower to higher grades to allow for students ‘retention and maintaining at the same time enrollment so that students on campus will remain at the same institution. Likewise, the higher the students ‘grades are, the better their evaluations of teaching will be. Another evidence put forward by Brent Staples underlying this phenomenon is the professors ‘subjective as well as emotional assessment methods that take into consideration other factors such as college attendance, students ‘progress, or just the effort made to perfect achievement. All of these might be considered for an overall evaluation of a student rather than regarding student’s merit in a given evaluation. There is also ample support according to Brent Staples for the claim that grade policies and practices are also undergoing constant changes permitting thereby a generous grading system that does not accept the right to or even the probability of failure. Further evidence supporting grade inflation may lie in the attitudes of faculty members themselves who tend to see in grades a means to please students rather than an objective recognition of their